P.S. SUBHASHGARH

P.S. SUBHASHGARH was established in 1965 and it is managed by the Department of Education. It is located in Rural area. It is located in LAKSAR block of HARDWAR district of Uttarakhand. The school consists of Grades from 1 to 5. The school is Co-educational and it doesn’t have an attached pre-primary section. The school is N/A in nature and is not using school building as a shift-school. Hindi is the medium of instructions in this school. This school is approachable by all weather road. In this school academic session starts in April.          The school has Government building. It has got 2 classrooms for instructional purposes. All the classrooms are in good condition. It has 2 other rooms for non-teaching activities. The school has a separate room for Head master/Teacher. The school has Pucca But Broken boundary wall. The school has doesn’t have electric connection. The source of Drinking Water in the school is Hand Pumps and it is functional. The school has 1 boys toilet and it is functional. and 1 girls toilet and it is functional. The school has a playground. The school has no library and has 0 books in its library. The school does not need ramp for disabled children to access classrooms.The school has no computers for teaching and learning purposes The school is not having a computer aided learning lab. The school is Provided and Prepared in School Premises providing mid-day meal.

P.S. Subhashgarh: A Rural Primary School in Uttarakhand, India

P.S. Subhashgarh is a government-run primary school located in the rural area of LAKSAR block, HARDWAR district, Uttarakhand, India. Established in 1965 and managed by the Department of Education, this co-educational institution serves students from Class 1 to Class 5. Hindi is the primary language of instruction.

The school building, though constructed of pucca material, requires repairs as the walls are described as “broken.” Despite having electricity infrastructure, it is currently non-functional. The school boasts two classrooms in good condition and additional rooms for non-teaching activities, including a dedicated space for the head teacher.

Providing essential facilities, P.S. Subhashgarh features one functional boys’ toilet and one functional girls’ toilet. The school also benefits from a playground and a reliable source of drinking water via hand pumps. Ramps for disabled access are in place, demonstrating a commitment to inclusivity.

While the school does not have a library or computers for teaching, a mid-day meal program is provided and prepared on-site. The absence of computer-aided learning and a library highlights potential areas for future development and resource allocation. The school’s infrastructure shows a need for repairs and upgrades.

The school’s staff includes three teachers: two male and one female. ASHISH KUMAR serves as the head teacher, providing leadership and guidance to the institution. The school’s administrative structure is simple, efficiently managed by its small, dedicated team. The absence of a pre-primary section means that the school focuses primarily on the foundational years of education.

The school’s location in a rural area underscores its importance to the local community, offering critical educational opportunities to children in an otherwise underserved region. While facing challenges in infrastructure and resources, the school’s commitment to providing education is undeniable.

P.S. Subhashgarh’s operational details show a small but functioning institution. The school’s modest size allows for a high teacher-student ratio, potentially offering more individualized attention to each student.

The school’s reliance on hand pumps for drinking water is a reflection of the typical resources available in rural areas of India. The government-run structure highlights the commitment of the state to provide basic education, even in remote locations.

The provision of mid-day meals signifies a proactive approach to ensuring students have adequate nutrition to support their learning. This aspect of the school’s operation demonstrates a holistic approach to education that extends beyond mere academics.

Future development could focus on improving the building’s infrastructure, establishing a library, introducing computer-aided learning, and enhancing the overall learning environment. These improvements would significantly enhance the quality of education provided at P.S. Subhashgarh.